dc.contributor.author	Pringle, Njeri Monik
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2021-03-01T20:11:42Z
dc.date.available	2021-03-01T20:11:42Z
dc.date.issued	2020-12
dc.identifier.other	8E336DBF-220F-CD9B-4387-FE428BEB2271	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4656
dc.description.abstract	Approximately 80% of community college students and 25% of four-year students taking mathematics courses in post-secondary institutions struggle with moderate to high math anxiety, and 67% of two-year and 44% of four-year students are remedial noncompleters “no degree and not enrolled” (Chen, 2016, p. 35). Tobias (1993) stated that it makes no difference if the failure occurs in a K-12 or college course; failure is both instant and frightening (1993, p. 50). Tobias (1993) connected students’ anxiety and their avoidance of degrees and or occupations that required mathematical tasks. As remedial courses serve as the gateway for students to access core and degree earning courses, remediation is pivotal in a students’ college career. Ususimaki and Nason (2004) examined three origins of mathematics anxiety: environmental, intellectual, and personality factors. The environmental components of math anxiety seem to be more external, including parents, teachers, and peers. The researchers sought to discover the incongruencies between curriculum design, teachers’ practices, and curriculum implementation. Thus, the interactive or relational nature of teaching rather than the vision or design of education is the focus of The Instructional Triangle, which illustrates the relationships between the environmental factors within a mathematical environment (teacher, students, other students, and content) (Ball & Forzani, 2009). The purpose of this study is to determine the strategies and practices used by educators who teach remedial mathematics courses at postsecondary institutions in South Georgia to students with moderate to high math anxiety who are unlikely to graduate. This study may have value for educators at any level as they may develop and implement instruction to address anxiety. Additionally, higher education institutions and their pedagogical programs and classes may apply this study's findings to increase students’ matriculation and retention. Keyword 1: Mathematics Anxiety Keyword 2: Educator's Anxiety Keyword 3: Students' Anxiety Keyword 4: Disconnections Keyword 5: Connections Keyword 6: Instructional Triangle	en_US
dc.description.tableofcontents	Chapter I 1 -- INTRODUCTION 1 -- Mathematics Anxiety 3 -- Problem Statement 6 -- Purpose Statement 7 -- Research Questions 8 -- Significance of the Study 8 -- Theoretical Framework 9 -- The Instructional Triangle 9 -- Summary of Methodology 10 -- Limitations 11 -- Definition of Terms 14 -- Chapter II 16 -- REVIEW OF LITERATURE 16 -- Purpose Statement 16 -- Problem Statement 16 -- Research Questions 17 -- History of Remediation and Current Trend of Mathematics Remediation 18 -- Current Trends in Developmental Education 19 -- Remedial Mathematics and Mathematics Anxiety 22 -- Mathematics Anxiety and Cognition, Working Memory, and the Brain 22 -- Three Components of Anxiety 24 -- Personality and Intellectual Components (Self-Efficacy and Math Achievement) 24 -- Environmental Components-Teachers’ Math Anxiety & Instructional Anxiety 25 -- Educators as Environmental Factors of Anxiety 26 -- Math Anxiety Assessments 28 -- Strategies vs. Practices 32 -- Strategies for Teachers 33 -- Practices 35 -- Instructional Triangle 37 -- Teacher-to-Content 39 -- Teacher-to-Student 40 -- Student-to-Teacher 42 -- Student-to-Student 42 -- Student-to-Content 43 -- Core Concepts and Factors 44 -- Secondary Concepts & Factors 45 -- Cognitive Consistency Theory 45 -- Summary of Methodology 49 -- Chapter III 52 -- METHODOLOGY 52 -- Problem 52 -- Purpose 52 -- Research Questions 52 -- Significance of the Study 53 -- Rationale 54 -- Research Design 57 -- Grounded Theory Approach 57 -- Theory Influences Over Design Choice 58 -- Case Study Research 60 -- Explanatory Descriptive, and Exploratory Case Studies 61 -- Types of Case Study Designs 61 -- Settings 62 -- Community College 62 -- State Institution 63 -- Regional Institution 63 -- Role of the Researcher 64 -- Purposeful Sampling Techniques 65 -- Sample Size 66 -- Participants 67 -- Data Collection 68 -- Interviews 68 -- Observations 69 -- Documents 71 -- Data Storage 73 -- Coding and Data Analysis Procedures 74 -- Data Analysis 75 -- Reporting Case Studies 76 -- Issues of Trustworthiness/Validity 76 -- Peer Briefing 81 -- Ethical Issues 84 -- Basic Institutional Review (IRB) Regulations and Review Process & Assessing Risk 84 -- Financial Conflicts 85 -- Federal Regulations, Informed Consent, Privacy and Confidentiality 85 -- Summary 86 -- Research Questions 87 -- Chapter IV 88 -- PARTICIPANT PROFILES 88 -- Problem 88 -- Purpose 88 -- Research Questions 88 -- Significance of the Study 89 -- Overview of data sources for participant profiles 90 -- Participants’ Profiles 90 -- Brenda’s 1st & 2nd Interview (Combined)-RQ 1 91 -- Brenda as a student-RQ 1 91 -- Brenda as a teacher-RQ2 94 -- Teaching Philosophy and Components of Good Math Lessons-RQ2 95 -- Strategies & Evolution of Teaching Practices (teacher to content)-RQ2 97 -- Teaching strategies to address students’ mathematic anxiety (teacher to student)-RQ2 98 -- Teaching Practices - (Teacher to Student and Student to Content)-RQ3 99 -- Students’ interaction with Mathematics (student to content)-RQ3 100 -- Students’ Anxiety and Brenda’s Response’s to Students’ Anxiety-RQ3 101 -- Traditional vs. Non-traditional-RQ3 103 -- Brenda’s Advice to Colleagues Struggling with Instructional Anxiety 105 -- Observations-Mathematics Classroom Observation Protocol for Practices (MCOPP) 106 -- Brenda’s Observations Summary 108 -- Harry’s 1st & 2nd Interview (Combined)-RQ1 109 -- Harry as a student-RQ1 110 -- Harry as a teacher-RQ2 113 -- Teaching Philosophy and Components of Good Math Lessons-RQ2 114 -- Strategies & Evolution of Teaching Practices - (teacher to Content)-RQ2 116 -- Teaching strategies to address students’ mathematic anxiety (teacher to student)-RQ2 116 -- Teaching Practices - (Teacher to Student and Student to Content)-RQ3 117 -- Students’ interaction with Mathematics (student to content)-RQ3 117 -- Students’ Anxiety & Harry’s response to students’ anxiety-RQ3 118 -- Traditional vs. Non-traditional-RQ3 119 -- Instructional Anxiety-RQ3 121 -- Harry’s Advice to Colleagues Struggling with Instructional Anxiety 122 -- Observations-Mathematics Classroom Observation Protocol for Practices (MCOPP) 122 -- Harry’s Observations Summary 125 -- Sarah’s 1st & 2nd Interview (Combined)-RQ1 126 -- Sarah as a student-RQ1 127 -- Sarah as a teacher-RQ2 129 -- Teaching Philosophy and Components of Good Math Lessons-RQ2 129 -- Strategies & Evolution of Teaching Practices - (teacher to Content)-RQ2 130 -- Teaching strategies to address students’ mathematic anxiety (teacher to student)-RQ2 131 -- Teaching Practices - (Teacher to Student and Student to Content)-RQ3 131 -- Students’ interaction with Mathematics (student to content)-RQ3 132 -- Students’ Anxiety and Sarah’s Responses to Students’ Anxiety-RQ3 132 -- Traditional vs. Non-traditional-RQ3 133 -- Instructional Anxiety-RQ3 134 -- Sarah’s Advice to Colleagues Struggling with Instructional Anxiety 135 -- Observations-Mathematics Classroom Observation Protocol for Practices (MCOPP) 135 -- Sarah’s Observations Summary 137 -- LeAnn’s 1st & 2nd Interview (Combined)-RQ1 137 -- LeAnn as a student-RQ1 139 -- LeAnn as a teacher-RQ2 140 -- Strategies and Evolution of Teaching Practices (teacher to content)-RQ2 140 -- Teaching Strategies to address students’ mathematics anxiety-RQ2 141 -- Students’ interaction with Mathematics (student to content)-RQ3 142 -- Teaching Practices (teacher to student)-RQ3 142 -- Students’ Anxiety and LeAnn’s Responses to Students’ Anxiety-RQ3 142 -- Traditional vs. Non-traditional-RQ3 143 -- Instructional Anxiety-RQ3 144 -- LeAnn’s Advice to Colleagues Struggling with Instructional Anxiety 145 -- Observations:Mathematics Classroom Observation Protocol for Practices (MCOPP) 145 -- LeAnn’s Observations Summary 148 -- Penny’s 1st & 2nd Interview (Combined)-RQ1 149 -- Penny as a student-RQ1 149 -- Penny as a teacher-RQ2 151 -- Teaching Philosophy and Components of Good Math Lessons-RQ2 151 -- Strategies and Evolution of Teaching Practices (teacher to content)-RQ2 152 -- Teaching strategies to address students’ mathematic anxiety (teacher to student)-RQ2 152 -- Teaching Practices (teacher to student)-RQ3 153 -- Students’ interaction with Mathematics (student to content)-RQ3 154 -- Students’ Anxiety and Penny’s Responses to Students’ Anxiety-RQ3 154 -- Traditional vs. Non-traditional-RQ3 156 -- Instructional Anxiety-RQ3 156 -- Penny’s Advice to Colleagues Struggling with Instructional Anxiety 157 -- Observations – Mathematics Classroom Observation Protocol for Practices (MCOPP) 158 -- Penny’s Observations Summary 160 -- Joy’s 1st and 2nd interview 160 -- Joy as a student-RQ1 161 -- Joy as a teacher-RQ2 164 -- Teaching Philosophym and Components of Good Math Lessons-RQ2 165 -- Strategies and Evolution of Teaching Practices (teacher to content)-RQ2 166 -- Teaching Strategies to Address Students’ Anxiety (teacher to student)-RQ2 167 -- Teaching Practices (teacher to student)-RQ3 167 -- Students’ interaction with Mathematics (student to content)-RQ3 168 -- Students’ Anxiety and Joy’s Response to Student’s Anxiety 168 -- Traditional vs. Non-traditional-RQ3 169 -- Instructional Anxiety-RQ3 169 -- Joy’s Advice to Colleagues Struggling with Instructional Anxiety 170 -- Observations: Mathematics Classroom Observation Protocol for Practices (MCOPP) 170 -- Joy’s Observations Summary 173 -- Chapter V 175 -- FINDINGS and DISCUSSION 175 -- Research Questions 176 -- Career and Life Experience-RQ1 178 -- Professional Guidance and Development 179 -- Themes RQ2 and RQ3 184 -- Connections 184 -- Disconnection 185 -- Impact on Teaching (Strategies & Practices) RQ2, RQ3 189 -- Strategies-RQ2 189 -- Educational Philosophy-RQ2 193 -- Analysis Participants’ of Educational Philosophies 193 -- Practices-RQ3 194 -- Additional Tips to Self-Mitigate Instructional Anxiety 204 -- Students’ Connection 205 -- Students’ Disconnection 206 -- Modes of Instruction & Instructional Tools 207 -- Observational Data 208 -- Teacher Facilitation Analysis (student to content) 211 -- Teacher Facilitation Analysis (teacher to student) 211 -- Teacher Facilitation Analysis (student to student) 213 -- Student Engagement Analysis (student to content) 215 -- Student Engagement Analysis (teacher to student) 215 -- Student Engagement Analysis (student to student) 216 -- Chapter VI 217 -- IMPLICATIONS AND RECOMMENDATIONS 217 -- Research Questions 217 -- Strategies 218 -- Practices 218 -- Transformational Teaching 219 -- Connecting beliefs and practices 219 -- Implications & Recommendations 224 -- Relational Solutions to Anxiety 225 -- Teaching Fearlessness (Interventions) 225 -- Creating a Safe Environment and Holistic Invitation 226 -- Class Partnership or Accountability Partner 226 -- Class Expectations and Class Goals 226 -- Educational Philosophy, FISH 227 -- Class Structure and Fear Reducing Test Design and Techniques 228 -- Assessing for Connection and Disconnection 229 -- Building Students’ Math Self-concept: Filling the Holes in Students’ Understanding 230 -- Grounded Theory 231 -- Perspective 1: Educators’ Student Connection Experience 232 -- Perspective 2: Educators’ Student Disconnection Experience 232 -- Perspective 3: Educators’ Internal/Intrinsic Values that Inform Strategy Development 234 -- Perspective 4: Educators’ In-class Practices (Implementation of Instructional Design) 235 -- Limitations and Recommendations for Future Study 237 -- Conclusions 241 -- REFERENCES 242 -- APPENDIX A 260 -- APPENDIX B: 266 -- Instructor’s Survey 267 -- Administrative Invitation 268 -- Mathematics Classroom Observation Protocol Request & Permission 276 -- Mathematics Classroom Observations Protocol (2)-MCOP2 276.	en_US
dc.format.extent	1 electronic document, 305 pages	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Mathematics	en_US
dc.subject	Math anxiety	en_US
dc.subject	Math anxiety--Evaluation	en_US
dc.subject	Education, Higher	en_US
dc.title	Mathematics Anxiety and the Instructional Triangle: A Case Study of Remedial College Instructors	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Workman, Jamie L.
dc.description.committee	Arrastia-Chisholm, Meagan C.
dc.description.committee	Peguesse, Chere L.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education In Leadership	en_US